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What Does Understanding Mathematics Mean for Teachers: Relationship as a Metaphor for Knowing


reviewed by Jason Samuels — November 25, 2012

coverTitle: What Does Understanding Mathematics Mean for Teachers: Relationship as a Metaphor for Knowing
Author(s): Yuichi Handa
Publisher: Routledge, New York
ISBN: 0415885973, Pages: 168, Year: 2011
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Cite This Article as: Teachers College Record, Date Published: November 25, 2012
http://www.tcrecord.org ID Number: 16944, Date Accessed: 10/2/2014 12:23:43 AM

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About the Author
  • Jason Samuels
    City University of New York
    E-mail Author
    JASON SAMUELS is an Assistant Professor of Mathematics at the City University of New York. He received his Ph.D. in Mathematics Education from Columbia University. His main area of research is innovation and assessment in calculus instruction. He is currently writing a calculus textbook based on his approach. He also does research on effective instructional strategies in e-learning.

    Samuels, J. (2012) The Effectiveness of Local Linearity as a Cognitive Root for the Derivative in a Redesigned First-Semester Calculus Course. In S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman (Eds.) Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education (CRUME), Portland, OR: The Special Interest Groups of the Mathematical Association of America on Research in Undergraduate Mathematics Education, p155-161.

    Samuels, J. (2012) The Use of Technology and Visualization in Calculus Instruction. Saarbrucken, Germany: Lambert Academic Publishing.

    Samuels, J. (2011) The relationship between learner characteristics and learning outcomes in a revised first-semester calculus course. In Wiest, L & Lamberg, T (Eds.) (2011) Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Reno, NV: University of Nevada, Reno, p666-674.

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